CPC Committee: Academic Affairs Cluster

1

CPC Committee:

Academic Affairs Cluster

Meeting Date: 11/13/2014

Committee Membership (see Participatory Governance Document for membership composition)

Division Chairs Faculty Administration Students Co-Chairs (nonvoting) Stan Sandell -

Business Elizabeth Colocho

- Counseling Sandra Sanchez Johnny Baeza Luis Rosas

Carmen Carrillo – Communications

Paul Grady – LRC Stephanie Atkinson-Alston

Lizette Perez Jim Stanbery

Lynn Yamakawa – Health Sciences

Jonathon Lee – Library Science

Bobbi Villalobos Classified Resource (nonvoting)

Kate Campbell - Humanities

Farah Saddigh – Math/Tech

Mercy Yanez Nola Timms Susan McMurray –

Academic Senate President

Nabeel Barakat – Kinesiology

Joyce Parker – Science/FCS

Vania Yalamova

Dean of Institutional Effectiveness

Brad Young – AFT 1521

Mission Statement: Los Angeles Harbor College fosters learning through comprehensive programs that meet the educational

needs of the community as measured by student success, personal and institutional accountability, and integrity.

I. Approval of agenda II. Approval of minutes III. Unfinished Business (Action items/Noticed items from previous committee meetings) IV. New Business (Action items/Noticed Items which come out of the committee reports)

A. Distance Education Unit Plan and Program Review (M. Reid) B. Progress Update on the Strategic Educational Master Plan C. 2015-2016 Unit Plans – New Template and Due Dates D. Six Year Offerings Plan E. Research Project Review Committee/Policy/Process Executive Membership (S. Atkinson-Alston)

V. Next steps

VI. Items from the floor VII. Adjourn

1

LOS ANGELES HARBOR COLLEGE

ACADEMIC AFFAIRS CLUSTER COMMITTEE

MINUTES

November 13, 2014

1:30 PM, SSA 219

Mission Statement: Los Angeles Harbor College fosters learning through comprehensive programs that meet the educational needs of the

community as measured by student success, personal and institutional accountability, and integrity.

Members Present:

Co-chairs: Luis Rosas, Jim Stanbery

Administration: Sandra Sanchez, Stephanie Atkinson-Alston, Bobbi Villalobos, Mercy Yanez

ASO: Bobbie Gibbs, Lucy Alonso

Classified: Nola Timms

Faculty/Division Chair: Lynn Yamakawa, Kate Campbell, Paul Grady, Jonathon Lee, Farrah Saddigh,

Joyce Parker, Mike Reid (for Brad Young), Paul Grady

Ex-Officio/Resource: None

Guests: Brian Henderson, Corey Rodgers

I. Call to Order

The meeting was called to order at 1:38 PM.

II. Approval of Agenda

A. Two additional agenda items were proposed.

1. Six Year Offerings Plan

2. Research Project Review Committee/Policy/Process Executive Membership (S.

Atkinson-Alston)

B. Motion by N. Timms to approve the agenda as amended. Second by K. Campbell.

Agenda approved by consensus.

(Action Item 1)

III. Approval of Minutes (October 9, 2014)

A. Motion by S. Atkinson-Alston to approve the minutes as written.

Second by N. Timms.

Minutes approved by consensus. (Action Item 2)

IV. Unfinished Business

None

V. New Business

A. Distance Education Unit Plan and Program Review (M. Reid)

1. Mike Reid, Distance Education Coordinator, provided an update on the Distance

Education Unit Plan and Program Review. He has been in this role since September

2014.

2. An important trend that is occurring is the rise in web-enhanced classes being offered

on campus. These are traditional face-to-face classes that also utilize web technology

2

to enhance student learning. The campus needs to pay attention to how the growth of

these classes will affect our overall cost of our Etudes license.

3. The college will continue using the Etudes and Moodle systems moving forward.

4. Distance Education requests office space and staff to assist students in online and

web-enhanced classes. Students would greatly benefit from the opportunity to work

with someone in person if they need technical help. There is currently a 24-7 email

helpline available. M. Reid replies to every inquiry within 24 hours.

5. We need to ensure that all courses are meeting the requirements of the Americans

with Disabilities Act. We will be offering FLEX opportunities so that instructors

using Etudes are aware of the guidelines and best practices.

6. The Etudes Summit conference was recently held in Long Beach, CA. Several

employees from LAHC were in attendance.

7. A discussion took place regarding the evaluation of online instructors. M. Reid

described the evaluation process, which includes both an institutional evaluation and

a student survey.

8. There are supposed to be faculty mentors for our DL instructors per the new faculty

contract. Additionally, M. Reid suggests that we provide more training to instructors,

which should improve the delivery of online classes.

9. In a national ranking of the top 40 online programs, Los Angeles Harbor was selected

as number nine on the list. We were noted for our excellent and affordable online

programs and course offerings.

10. Lucy Alonso, ASO Senator, shared that she is currently enrolled in an Etudes class

with Professor Son Nguyen. She loves the class, and thinks that Etudes is an

excellent tool.

B. Progress Update on the Strategic Educational Master Plan (L. Rosas)

1. Progress is being made on completing the Strategic Educational Master Plan. The

Academic Affairs Cluster is leading this project. The efforts are being led by S.

Atkinson-Alston, B. Villalobos, J. Stanbery, and L. Rosas. The four of them will

schedule a meeting to begin working on a draft of the document.

2. L. Rosas described the cumulative planning process that results in the Strategic

Master Plan. Each cluster prioritizes the needs of their units, which then form their

cluster plan. Those cluster plans are then used to inform the Strategic Educational

Master Plan.

3. The committee discussed challenges with the Accreditation section of the college

website. The District’s consultant had difficulty locating campus correspondence

with the ACCJC because of the way it was displayed on the webpage. B. Henderson

is working with webmaster Jerry McClellan to make these pages more user-friendly.

President Lee has called for a meeting next week to discuss our plans for updating the

website. P. Grady suggests having a page that displays an alphabetical listing of

every campus committee.

3

C. 2015-2016 Unit Plans – New Template and Due Dates

1. J. Stanbery provided an update regarding the template for the 2014-2015 unit plans,

and discussed the target completion dates approved by CPC. It is important that these

are completed on time.

2. Division chairs should review the drafts that were provided earlier this month in order

to ensure accuracy and correct any mistakes.

3. Any outstanding unit plans for 2014 – 2015 should be submitted as soon as possible.

Unit plans for 2015 – 2016 are due during the first week of January.

4. A conversation took place regarding whether the Economic and Workforce

Development office should submit a unit plan. It was decided that they should. This

plan should include EWD activities. CTE initiatives will note be included, but

instead be listed in the unit plans of those respective areas. S. Sanchez and L. Rosas

will discuss how best to complete the EWD unit plan and the upcoming CTE Plan.

5. B. Villalobos, in reviewing the sample unit plan from Communications,

recommended removing a reference to “elite” students on page 4.

D. Six Year Offerings Plan

1. A brief discussion took place regarding the Six Year Offerings Plan. The document

displays our long-term planning for course offerings, and is hosted on the LAHC

webpage.

2. The plan has been approved and is available online. Hearing no objections, the

document will be sent to the District for review and approval.

E. Research Project Review Committee/Policy/Process Executive Membership

(S. Atkinson-Alston)

1. There used to be a campus committee that would review research project requests.

The committee would meet when someone wanted to conduct research using either

our students or staff. The committee would then either approve or deny the request.

The campus has not been following these process for several years.

2. S. Atkinson-Alston would like to reactivate the committee so that there is a more

systematic and transparent method for handling these requests. This will also ensure

that proper ethical standards are in place to protect our students and employees.

3. The membership composition from the old committee has been updated. The current

proposal for the committee includes the following: 1 administrator, 1 faculty member,

and 1 classified Research Analyst.

4. S. Atkinson-Alston requests approval from the Academic Affairs Cluster Committee.

The request will then be brought to CPC for approval.

5. The committee members did not voice any objections, and were in favor of

forwarding this proposal to the College Planning Council for final approval.

4

VI. Next Steps

A. The committee members were advised to be aware of upcoming deadlines, and to remain

up-to-date with their planning work throughout the holidays. There will be a lot of

important deadlines coming during the month of January (reports, narratives, etc.).

VII. Items from the Floor

A. M. Yanez – Early Alert Process

1. M. Yanez has been working with an adjunct counselor (Jeanette Maduena) to

operate the Early Alert system. They have generated a report on every Friday since

September 13, 2014.

2. That report is then used to contact both the student and the referring faculty

member. Students are offered a counseling appointment, as well as referred to other

appropriate services (Life Skills, tutoring, etc.).

3. There have been some technical problems with the Early Alert reports. Some

students are not appearing in the referral list when they should be. We are working

with the District Office to resolve these issues.

4. Please inform your faculty that we are utilizing Early Alert. Informational FLEX

workshops will be held in 2015. Feedback is encouraged so that the process can be

improved.

B. S. Atkinson Alston – Reminded the committee that Program Reviews will soon be due.

Please consider how we can best inform areas of the due dates.

C. Paul Grady – The Grand Opening Ceremony for the LLRC Building will be held on

Monday at 11:00 AM. All are welcome to attend.

VIII. Adjourn

The meeting was adjourned at 2:45 PM.

Meeting Handouts

ACADEMIC YR:

2014-15 DIVISION/AREA:

Distance Education DIVISION CHAIR/DIRECTOR:

Michael Reid

Page 1 “PART A”

UNIT PLAN “PART A”

Program/Pathway Update

Program/Pathway: Distance Education Date:

Our Mission: Los Angeles Harbor College fosters learning through comprehensive programs that meet the educational needs of the community as measured by student success, personal and institutional accountability, and integrity.

1. Assessment of Program Review:

Due to retirements, the DE program has reported to 4 different administrators in 5 years. This and

reduced budgets have limited the activities of the DE program to those essential for the continuation

of the program: Ensuring that the Etudes sites are created and students loaded into the sites and

maintaining the student help system.

With consistency in administration and the hiring of a new DE coordinator, the program is ready to

institutionalize and expand services as well as work with other divisions of the college to address the

needs of online students. In addition, there are legal and accreditation requirements that must be

addressed.

2. Activities to address program needs:

A new DE coordinator has been hired and will start on September 1, 2014.

The Etudes, Intelecom and Moodle/Mahara contracts have been renew for fiscal year 2014-2015.

The 24/7 help line for online students has been staffed throughout the last 5 years, sometimes on a

volunteer basis.

3. How are your program improvements associated with your SLOs:

The coordinator and experienced Dean provide a consistent presence, allowing the program to

move forward and expand while working with other areas of the college to ensure student success.

The contracts ensure that the technology is state of the art.

The24/7 help line ensures student access to sites, thus increasing the probability of student success.

ACADEMIC YR:



Michael Reid

Page 2 “PART A”

4. Staffing requirements: The Distance Education program needs continued funding for a .4

instructor, non-teaching to coordinate and expand the DE program and to work with the other

divisions to improve services to online students. There is a need to fund faculty mentors for new

online faculty as required by the AFT contract. The program also needs funding for a tutor in the

LLRC to provide in-person assistance to students who use College’s LMS (Etudes).

5. Technological requirements: Continued contracts for Etudes, Intelecom and Moodle/Mahara

eportfolios.

6. Facilities requirements: The DE program would more effective if it had a physical location. Thus,

the program requests office space to provide in person assistance to students and faculty.

7. Implementation plan: The DE program needs a separate budget to develop an op plan and ensure

continued funding of the program.

ACADEMIC YR:



Michael Reid

Page 3 “PART B”

UNIT PLAN “PART B”

Core Personnel/List of Permanent Staff

Unit: Distance Education Date:

Example

Assigned Time Responsibility Estimated Cost Funding Source

.8 Division Chair $130,000

.2 Classroom $20,000

1.0 Classroom $120,000

.8 Classroom $100,000

.2 Staff development $20,000

1.0 Inst. Asst. Biology $64,000

.1 Dean 16,000 Program 100

.4 Instructor, Non-teaching

38,000 Program 100

100 hours Tutor 1,100 Program 100

1. Total FTEP: .5

2. Total Hours taught: 0

3. Total Hours of release time: 0

4. Total Cost for Instructors: $38,000

5. Total Cost for Administrators: $16,000

6. Total Cost of UnClassified Staff: $1,100

7. Total cost FTEP = Full Time Equivalent Personnel: $55,100

Please attach copy of your current Op Plan. N/A—Distance Education doesn’t have a separate budget.

ACADEMIC YR:



Michael Reid

Page 4 “PART C”

UNIT PLAN “PART C”

Core Expenses

Unit: Distance Education

1. All legally required responsibilities: Required for health and Safety

2. Required by board / State/ Federal/ Accreditation standards( list the minimum requirements

here)

3. Required by licensing agreement

Description of activity Estimated Cost Justification Code

Etudes Contract $90,000 Accreditation HCAA14

Intelecom Contract 5,000 ADA/section 508 HCAA14

Description of activity Estimated Cost Justification Code

Faculty Mentors $10,000 AFT contract HCAA14

Narrative justification: List statutes which require this expenditure.

Etudes Contract: Accreditation Requirement:

“Institutions are required to have processes through which the institution establishes that the student

who registers in the distance education or mediated course or program is the same student who

participates each time in the course and completes and receives the academic credit.”

See: http://www.lahc.edu/govplanning/accreditation/accjccorr/2009_0723.pdf

Intelecom Contract: ADA and section 508 requirement:

Title 5 of Americans with Disability Act (ADA) makes it clear that online classes must fulfill the

requirements of the ADA and section 508 of the Rehabilitation Act: “Distance education means

instruction in which the instructor and student are separated by distance and interact through the

assistance of communication technology. All distance education is subject to the general requirements of

this chapter as well as the specific requirements of this article. In addition, instruction provided as

distance education is subject to the requirements that may be imposed by the American with Disabilities

Act (42 U.S.C. §12100 et seq.) and section 508 of the Rehabilitation Act of 1973, as amended.”

http://www.lahc.edu/govplanning/accreditation/accjccorr/2009_0723.pdf

ACADEMIC YR:



Michael Reid

Page 5 “PART C”

Faculty Mentors: AFT contract, article 40, section B.3:

Provide, as necessary, ongoing training and technical and instructional support including technological

assistance regarding the college’s learning management system (LMS), services and equipment to assure

successful delivery of the course in any DL mode. When temporary adjunct faculty are required to

undertake additional DL training in the teaching and learning of a new DL platform in order to receive an

assignment, the District will provide such training.

Total cost: $105,000

ACADEMIC YR:



Michael Reid

Page 6 “PART D”

UNIT PLAN “PART D”

Essential Activities

Unit:

Prioritized list of unit needs required for program continuance or improvement

Description Est. Cost

e.g.

1. Databases for Library

2. Full time Faculty

3. Instructional Assistant

4. Supplies for classroom

5. Capital investment

Only place expendable request in this field.

Division Prioritization

Description of activity

Estimated Cost

Proposed Funding Source

Justification Code

1 Etudes Contract $90,000 Grants/Prog. 100 Accreditation/Law HCAA14

2 DE Coordinator $38,000 Prog. 100 Student Success HCAA14

3 Intelecom Contract

$ 5,000 Prog. 100 ADA compliance HCAA14

4 Tutors $ 1,100 Prog. 100 Student Success HCAA14

5 Moodle/Mahara $ 2,000 Grants ePortfolios HCAA14

6 Faculty Mentors $10,000 Prog. 100 Staff Development

HCAA14

Division Prioritization

Description of activity

Estimated Cost Proposed Funding Source

Justification Code

Justification Narrative: How does your activity support the college Educational Master Plan?

ACADEMIC YR:



Michael Reid

Page 7 “PART E”

UNIT PLAN “PART E”

Non-cost Essential Activities

Unit:

List Non-cost activities here

Priority Description of activity Justification Code

Priority Description of activity Justification Code

Justification: How does your activity support the college Educational Master Plan?

Distance Education is discussed in both the Educational Master Plan and the 2014-2017 Enrollment

Management Plan. The activities discussed above are expected to have a positive impact on student

retention, persistence and success in online classes.

Distance Education supports the following aspects of the Educational Master Plan:

“Access and Preparation for Success” discussed on page 6.

“Resources and Collaboration” discussed on page 8.

See: *forthcoming*

Academic Support Program Review Process

The program review process will be under the direct supervision of the Coordinator responsible for the program. District databases will be used in all program reviews whenever possible. All sources will be cited appropriately in order to verify data. A Program Review Self-Study Committee will be composed to complete the program review. This committee will consist of: Coordinator (Michael Reid) Program Staff (None) Administrator responsible for the area (Stephanie Atkinson-Alston) Vice-President of Cluster (Luis Rosas) One outside professional or alumni (Erik Ichon) Two currently enrolled students () Two faculty -- one appointed by the Academic Senate and one by the AFT (Robert Richards, Joan Thomas-Spiegel) The Coordinator will convene the committee, assign duties, and accumulate pertinent information. Upon completion of all forms and accumulation of all support documentation, the committee will review the document, assess the successes of the program, and develop a list of needs with a timeline and an estimated budget. This written evaluation will be included in the program review. The completed program review will be forwarded to the College Planning Council (CPC) cluster committee responsible for the program. The cluster committee will review the program review documents and either return it to the self-study committee for further information or documentation, or accept it. Either way the cluster committee, will issue a written report to accompany the document.

All final Academic Support Program Reviews will be sent to the CPC for review, acceptance.

ACADEMIC SUPPORT PROGRAM REVIEW FORMAT (Please submit one completed form for each program.)

Name of department or unit: Distance Education

Supervisor or Coordinator: Michael Reid Phone Number: _4060

Name and type of program: Distance Education Academic Support Program

Please write a brief overview of the program. Align the program with the College goals and strategies. The function of the Distance Education program is to support the faculty and students served by the College’s online/hybrid/enhanced classes. This support includes training and mentoring of faculty, setting up sites for the classes, ensuring that students are loaded into the sites and providing assistance to students who are having difficulties accessing their classes. In addition, the program is responsible for negotiating contracts with the College’s CMS and actively involved with the College’s DE committee as well as representing the College at the Districtwide DE Coordinators’ Committee. The College DEC serves as an advisory committee when issues are raised related to DE instruction and learning policies and needs. Service Area Objectives:

Maximize instructor competence and confidence in College Learning Management System (LMS)

Support innovation in online instruction

Maximize online student success

Maximize awareness of the need for online accessibility The distance education program is not responsible for the following functions:

Scheduling online classes

Developing online classes and programs

Ensuring that online faculty meet minimum qualifications to teach online

Instructional technology that is used on campus. Related College Strategic Goal: Goal #1: Access and Preparation for Success

Related College ILOs: Technological Competency: Apply technology effectively to locate, interpret, organize, and present information. Number of full-time personnel BY SEMESTER since last review:

2011 2012 2013

Fall .1 .1 .1

Spring .1 .1 .1

Number of part-time personnel BY SEMESTER since last review:

2011 2012 2013

Fall .05 .05 .05

Spring .05 .05 .05

Total FTEP BY SEMESTER since last review: .15

Number of support personnel and classifications with history since last review: 0.15

Dean of Academic Affairs: .1 FTE as administrator responsible for College DE program.

Hourly Rate Faculty, Non-Instruction: .05 to support program, faculty and students.

Students served by semester for the past three years:

Fall 2010 2011 2012 2013

1,783 1,742 1,810 2,114

Quantitative data to support program efficiency and value added:

Average Class Size Fall, 2011 Fall, 2012 Fall, 2013

Online 32.9 35.3 37.6

College Avg. 40.1 45.3 37.6

The AFT contract has limited the size of online classes. As the contract changes and student success enrollment needs are adjusted, the online class size should approach more closely the ground class size. This trend will be monitored over the next three years to determine the effectiveness of new enrollment approaches.

See the Online Student Survey, 2009.

Most of the support costs associated with the Distance Education program is paid by non-program 100 grants.

Online students also positively impact parking, facilities and maintenance.

It should be noted that students enrolled in fully online classes represent only 40% of student enrollments in the College LMS. See Appendix1 Etudes sites, enrollments by Division and Class Type, Fall 2013

http://www.lahc.edu/research/DE%20Survey%20Report.pdf

Qualitative data to support program efficiency and value added:

The Results of a Recent State-wide Online Student Survey: Please think about the reasons why you enrolled in the distance education course. Indicate how important each of the following factors were in explaining why you enrolled in the course. Select Very Important or Somewhat important or Not important at all for each factor. Item Very

Important Somewhat Important

Not Important at all

My work schedule is heavy and a distance education course is more convenient.

67.8% 18.2% 14.0%

Personal circumstances (family, health, etc) made a distance education class more convenient.

63.9% 13.9% 22.3%

An extra course online lets me graduate sooner. 34.9% 24.7% 40.4%

Anecdotally, students tell us: o We allow them to take additional classes due to the flexible offerings o We allow students who cannot come to campus opportunities for education. o We serve mobility impaired and other students with special needs who

otherwise would not be able to get an education.

What areas of the program need strengthening?

Authorization to provide educational services in other states, including working with the LACCD to obtain authorization. Efforts to ensure our students are aware that the College is not authorized to provide educational services in all states. See appendix 2, Out of state online students by state of residence, Spring 2014

In-person assistance, including resources for LLRC staff such as tutors, workshops and weblinks to resources on computers in the LLRC.

ADA/section 508 training and compliance for faculty

Student retention and success

What are the strengths of this program?

Faculty members and administration are committed to supporting and improving digitally-enhanced teaching and learning at LAHC

The LMS (Etudes) has been stable for several years and is well-supported by the vendor

An LAHC Users LMS page provides information and assistance specific to Harbor College faculty

Summarize program and unit plan modifications necessary for program improvement.

Attach current Unit Plans.

LA Harbor College Program Review Activity Sheet

Division____Distance Education_______________________ Academic Years __2014-16______ Coordinator__Mike Reid_______________

Discip

line ID

#

Department Priority (1 to 99)

College Strategy

Supported (separate columns if

two)

Stu

den

t Su

ccess

Initia

tive

Tech

no

log

y A

ccess

Department Objective

(link to Program Review)

Proposed Activity Brief Summary of SLO

Assessment Results (See attached forms)

List Other Supporting Documents/Links

Attached (E.G., WSCH, Wait Lists, Retention, Environmental Scans)

Resources Required (list

faculty, equipment,

etc.)

Estimated Total Cost and Source

(E.G., Program 100, VTEA, etc.)

DE

1 1.4 X

Increase student success through modality

Continue to provide support for online, hybrid and enhanced classes; estimated growth: 8-15 sections per year

--Online enrollments have increased by over 35%, while enrollments in hybrid and enhanced classes exceed enrollments in online classes. --Successful completion Rates have increased, while retention rates have remained steady.

Table above; Annual College Factbook April 2009 external SCAN

.10 FTE of Administrator and .40

FTE Instructor

Non-teaching. Etudes,

Intelecom Contracts

$100,000 Program 100 $80,000

Grants

2 2.3 X X

Increase student success through tutoring support

Work with LLAC staff to institutionalize online tutoring

--Positively related to student success --Requirement for offering online degrees

Accreditation Requirement for colleges offering online degrees

Contract with online tutoring service

$5-7,000/yr Program 100

3 2.3 X X

Increase student success through tutoring support

Work with LLAC staff to provide in person tutoring for Etudes users

--Positively related to student success

Accreditation Requirement.

100 hours of tutoring

$1,100

http://www.lahc.edu/research/OnlineStuds13.pdf

http://www.lahc.edu/research/OnlineStuds13.pdf

http://www.lahc.edu/research/brief%20external%20scan-TEST.pdf

http://www.lahc.edu/research/brief%20external%20scan-TEST.pdf

Discip

line ID

#

Department Priority (1 to 99)

College Strategy

Supported (separate columns if

two)

Stu

den

t Su

ccess

Initia

tive

Tech

no

log

y A

ccess

Department Objective

(link to Program Review)

Proposed Activity Brief Summary of SLO

Assessment Results (See attached forms)

List Other Supporting Documents/Links

Attached (E.G., WSCH, Wait Lists, Retention, Environmental Scans)

Resources Required (list

faculty, equipment,

etc.)

Estimated Total Cost and Source

(E.G., Program 100,

VTEA, etc.)

4 1.4 X


Evaluate effects of new AFT contract regarding class size and add policies AND new add system in the new SIS.

Students added during first week of semester are less likely to successfully complete the class.

None

5 1.4


Complete long term contract with ETUDES

Teaching preparation and consistency for instructional improvement may relate to student successful course completion

None $90,000/year

6 1.4

Accreditation/Legal Requirement

Integrate all online classes with College LMS or ADA approved publishers’ websites

To meet HEA requirement that college ensure that the student doing the work is the student enrolled.

Staff Development

Included above

7 1.5


Complete institutionalizing activities developed under Title V grant: --Online Schedule and Catalog --College 24/7 help desk

To meet Title V grant requirements. To meet accreditation requirements.

Accreditation Requirement for colleges offering online degrees.

SUPPORT DOCUMENTATION

The following template is to be used as appropriate to the individual program being reviewed. Additional appropriate documentation can be used as required.

Program: Distance Education Beginning date of self-study: June, 2014 Completion date of self-study: ??? Self-study committee members: Coordinator (Michael Reid) Program Staff Administrator responsible for the area (Stephanie Atkinson-Alston) Vice-President of Cluster (Luis Rosa) One outside professional or alumni (Erik Ichon) Two currently enrolled students () Two faculty -- one appointed by the Academic Senate and one by the AFT (Robert Richards, Joan Thomas-Spiegel)

State mission, goals, and student learning outcomes of program:

The function of the Distance Education program is to support the faculty and students served by the College’s online/hybrid/enhanced classes. This support includes training and mentoring of faculty, setting up sites for the classes, ensuring that students are loaded into the sites and providing assistance to students who are having difficulties accessing their classes. In addition, the program is responsible for negotiating contracts with the College’s LMS and actively involved with the College’s DE committee as well as representing the College at the Districtwide DE Coordinators’ Committee. Service Area Objectives:

Maximize Instructor competence and confidence in College LMS

Support Innovation in Online Instruction

Maximize Online Student Success

Maximize awareness of the need for online accessibility

The distance education program is not responsible for the following functions:

Scheduling online classes

Developing online classes and programs

Ensuring that online faculty meet minimum qualifications to teach online

Instructional Technology that is used on campus. State how the program mission, goals, and student learning outcomes match those of the College: College Strategic Goal: Goal #1: Access and Preparation for Success

College ILOs: Technological Competency: Apply technology effectively to locate, interpret, organize, and present information.

State purpose of program:

The purpose of the Distance Education program is to support the faculty and students served by the College’s online/hybrid/enhanced classes. This support includes training and mentoring of faculty, setting up sites for the classes, ensuring that students are loaded into the sites and providing assistance to students who are having difficulties accessing their classes. In addition, the program is responsible for negotiating contracts with the College’s LMS and actively involved with the College’s DE committee as well as representing the College at the Districtwide DE Coordinators’ Committee.

History of program:

Online classes first appeared as a separate area in the College schedule in Spring 1998. The classes were offer through a combination of instructors’ websites and webCT. There were approximately 15 sections serving approximately 300-400 students.

Efforts to provide College support to online faculty and students began in Fall 2001 through the Office of Academic Affairs. This support included an add process for online students, requesting sites for faculty and a help line for students.

After trying a number of LMSs, including WebCT, Blackboard, Etudes and Etudes.ng, the College entered a long-term relationship with Etudes in 2005-6.

Since that time, the program has grown to over 215 sites with a duplicated enrollment near 10,000.

Describe any unique institutional goal the program satisfies:

Providing educational services to students who are unable to attend on campus classes.

Potentially, increasing non-resident income by serving students in other states.

Describe any special funds awarded to program:

The program has received funds from Title V grants and the current STEM grant to pay for the College LMS, Intelecom services and Moodle/Mahara support for ePortfolios.

Appendix 1, Etudes sites, enrollments by Division and Class Type, Fall 2013

DIVISION Online Hybrid Enhanced TOTALS BSS Sites 34 0 25 59 Enrollments 1834 0 1302 3136 BUS Sites 19 21 12 52 Enrollments 1065 407 533 2005 COM Sites 10 0 9 19 Enrollments 365 0 360 725 HUM Sites 9 1 11 21 Enrollments 449 52 328 829 LIB Sites 4 0 0 4 Enrollments 149 0 0 149 MATH Sites 0 1 0 1 Enrollments 0 41 0 41 NURS Sites 2 1 3 Enrollments 51 51 102 PACE Sites 3 37 0 40 Enrollments 168 2332 0 2500 PE Sites 5 0 5 10 Enrollments 282 0 287 569 SCI Sites 0 0 6 6 Enrollments 0 0 308 308 TOTALS Sites 86 61 69 216 Enrollments 4363 2873 3169 10405

Source: NGSTU_LAHC_ETU.DAT file

Appendix 2: Out of state online students by state of residence, Spring 2014

City State Zip Stud Count

TACOMA WA 98405 1

BRONX NY 10463 1

CHAPEL HILL NC 27514 2

TALLAHASSEE FL 32303 1

CLIVE IA 50325 1

SAINT PAUL MN 55117 2

MINOT AFB ND 58705 2

ARLINGTON TX 76002 1

COLORADO SPRINGS CO 80907 1

LAS VEGAS NV 89107 1

Office of Institutional Research

PRP instructions-5/2010

rev. 11/2014

Research Project Review Committee/Policy/Process

I. Purpose:

A. Review internal and external requests to use students and/or staff of Los Angeles Harbor College as research

participants/subjects to ensure compliance with College policy and Federal regulations regarding such use.

B. Make recommendations as to the College’s response to such requests.

II. College Principles:

A. Interference with instruction should be avoided or when unavoidable, minimized.

B. Student and staff time are extremely valuable and should be treated as such.

C. Our students’ right to privacy is paramount. In compliance with the Family and Education Right to Privacy Act,

confidential information may only be collected by the LAHC Office of Institutional Research. Further, any

confidential information gathered must be encoded by the Office of Institutional Research so that data passed

outside of the College is anonymous.

D. Students who are minors must have written parental consent to participate in a research project.

E. Research must have a direct relationship/benefit to the College mission.

F. Research must be sound, employ generally accepted research practices and of such quality to produce meaningful

results.

G. Research must comply with APA ethical guidelines. See http://www.apa.org/ethics/code2002.html#8 for additional

information.

H. All other means of collecting the data must be exhausted first—i.e., literature review, secondary analysis of pre-

existing databases, etc. before a survey is approved.

I. The College must avoid the use of state resources for personal gain or any appearance of this.

III. Membership

A. Administrator responsible for College research *

B. Faculty member appointed by the Academic Senate *

C. Representative from Student Services appointed by the Student Services Cluster

D. Classified Representative appointed by the Staff Guild (Research Analyst)*

E. Student appointed by the ASO

IV. Process

A. Researcher completes request and submits it to the Office of Institutional Research.

i. Must include:

1. A completed research project application

2. An abstract of the proposed research

3. Survey/data collection instrument (including informed consent form and parental consent form)

4. Proof that researcher has completed “Use of Human Subjects/Participants” training or has

equivalent experience

5. Signed Human Subjects/Participants Approval Sheet from outside institution(s), if applicable

6. For student researchers, the contact information for the student’s supervisor (for example the

chair of his/her dissertation or thesis committee)

B. Administrator convenes committee and committee recommends response.

C. Administrator provides written response to researcher’s request.

V. Appeals Process

A. Researchers whose requests are denied may appeal that decision to the Vice President responsible for College

research. He or she will meet with the committee and respond to the appeal.

*Membership: Executive Review Committee

http://www.apa.org/ethics/code2002.html#8

ACADEMIC YR:

DIVISION/AREA:

DIVISION CHAIR/DIRECTOR:

1

LOS ANGELES HARBOR COLLEGE

College Mission:

Los Angeles Harbor College fosters learning through comprehensive

programs that meet the educational needs of the community as measured by

student success, personal and institutional accountability, and integrity.

(Name of Division)

Unit Plan

2014 – 2015

(Name of Chair/Manager)

(Title, e.g. Division Chair)

Contact: (Telephone Number)

ACADEMIC YR:

DIVISION/AREA:


2

Unit Plan “Part A”

1. Assessment of Program Review:

2. Activities to address program needs:

3. How are your program improvements associated with your SLOs:

4. Staffing requirements:

ACADEMIC YR:

DIVISION/AREA:


3

5. Technological requirements:

6. Facilities requirements:

7. Implementation plan:

ACADEMIC YR:

DIVISION/AREA:


4

Unit Plan “Part B”

Approx. Yearly Cost (2014-15)

Divisions Core Personnel/Permanent Staff

Resulting # of sections to be assigned permanent staff per semester*

Reassigned time per semester (in section equivalents)

Remaining sections to be assigned permanent staff per semester*

*as part of regular full load

Discipline: (Name of Discipline)


Disciplines Core Personnel/Permanent Staff




Discipline Course #

Course Units Fall 14 sections offered:

Fall sections assigned to permanent

staff:

Remaining fall sections for

listing in “C” & “D”:

Spring 2015

sections offered

Spring sections

assigned to permanent

staff:

Remaining spring

sections for listing in “C”

& “D”:








Discipline Course #



staff:



Spring 2015

sections offered

Spring sections


staff:

Remaining spring


& “D”:








Discipline Course #



staff:



Spring 2015

sections offered

Spring sections


staff:

Remaining spring


& “D”:


ACADEMIC YR:

DIVISION/AREA:


5







Discipline Course #



staff:



Spring 2015

sections offered

Spring sections


staff:

Remaining spring


& “D”:








Discipline Course #



staff:



Spring 2015

sections offered

Spring sections


staff:

Remaining spring


& “D”:








Discipline Course #



staff:



Spring 2015

sections offered

Spring sections


staff:

Remaining spring


& “D”:


New facilities funded from Program 100 essential for the delivery of sections taught by permanent staff $0

None listed

New equipment funded from Program 100 essential for the delivery of sections taught by permanent staff $0

None listed

Supplies funded from Program 100 essential for the delivery of sections taught by permanent staff $0

None listed

ACADEMIC YR:

DIVISION/AREA:


6

Unit Plan “Part C” Offerings denoted as “C” above: that is, offerings mandated by law or other binding requirements per semester

but not assigned to division permanent staff because no regular instructor is technically eligible for the

assignment.

Discipline Course

# Course Units Fall 14

sections offered:

Spring 2015

sections offered


None listed as 'C' above

New facilities funded from Program 100 essential for the delivery of sections taught by permanent staff $0

None listed New equipment funded from Program 100 essential for the delivery of sections taught by permanent staff $0

None listed Supplies funded from Program 100 essential for the delivery of sections taught by permanent staff $0

None listed

ACADEMIC YR:

DIVISION/AREA:


7

Unit Plan “Part D”

Offerings denoted as 'D' in Part B along with essential non-instructional assignments and new equipment or

supplies not provided for above, prioritized by the division as provided for here offerings denoted as 'D' in Part

B.

Number of Items


Activity/Item Listings include all “Other Essential Activities” from each unit plan, along with currently unfunded ‘Core’ activities/items

Ap

pro

x. Y

ear

ly C

ost

(20

14

-15

)

Div

isio

n p

rio

rity

Rat

ion

ale

/

Sup

po

rtin

g

Info

rmat

ion

20

12

– 1

3 E

du

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on

al

Mas

ter

Pla

n M

aste

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Sup

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y

Dat

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Os

Pro

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Re

vie

w

Re

com

me

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TOTA

L

Planned “D” offerings carried over electronically from Part B as noted there accordingly.

Discipline Course #


Spring 2015

sections offered

http://www.lahc.edu/govplanning/EducationalMasterPlan12-13_reJim.pdf

http://www.lahc.edu/govplanning/EducationalMasterPlan12-13_reJim.pdf

http://www.lahc.edu/facultystaff/slo/index.html

http://www.lahc.edu/facultystaff/slo/index.html

http://www.lahc.edu/govplanning/collegeplans/programreview2011.html

http://www.lahc.edu/govplanning/collegeplans/programreview2011.html